Source: Inside Higher Ed. June 2017
Colleges’ ambitions for technology-enabled instruction have outstripped actual use, more because of practical impediments than philosophical ones, analysis suggests.
Professors’ views about the role of technology in learning are easy to caricature.Some faculty members cling to their yellowed lecture notes and reject new technology-enabled approaches because they believe what they’re doing works, to be sure, but the common assertion that professors stand in lock-step opposition to the use of technology doesn’t hold up to scrutiny amid the many examples of experimentation and creativity that appear regularly in these pages.
Click here to read the full story